Module 2 – Innovative Pedagogies to Teach Entrepreneurship in VET Schools

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About Course

This module equips VET teachers and trainers with practical, learner-centred and challenge-based pedagogical approaches to teach entrepreneurship in an applied, motivating and inclusive way. Participants will explore how to foster an entrepreneurial mindset, design meaningful learning challenges, and guide students through the full process of developing entrepreneurial projects connected to real-world contexts.

The module combines entrepreneurship education with the ETHAZI methodology (Challenge-Based Learning) and Work-Based Learning (WBL), enabling teachers to transform traditional lessons into engaging, competence-oriented learning experiences. Through hands-on activities, participants will learn how to design, plan, prototype and facilitate entrepreneurial challenges aligned with labour market needs, institutional strategies, and student diversity.

Special attention is given to project-based planning tools (such as Project Canvas and Value Proposition), assessment strategies, inclusion by design, and the integration of digitalisation or internationalisation pathways. By the end of the module, participants will be able to design, test and refine classroom-ready entrepreneurial challenges that connect VET learning with real companies, communities and societal challenges.

This module is highly practical, collaborative and oriented towards immediate classroom application.

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What Will You Learn?

  • How to foster an entrepreneurial mindset in VET students
  • How to design and plan entrepreneurial projects in a structured way
  • How to apply the ETHAZI / Challenge-Based Learning methodology in VET
  • How to design high-quality, competence-based entrepreneurial challenges
  • How to prototype, test and improve classroom challenges
  • How to integrate Work-Based Learning into challenge-based projects
  • How to enrich challenges through digital tools or international collaboration
  • How to design inclusive, realistic and pedagogically coherent learning experiences

Course Content

Kick-Off Meeting and Synchronous Sessions Calendar
This section contains the recording of the Kick-Off Meeting, where the course structure, learning methodology, assessment approach and overall objectives are presented. Participants can watch this session to understand how the course is organised, what is expected from them, and how to navigate the learning activities and modules. The recording also provides guidance on how to make the most of the training and successfully complete the course. It is strongly recommended to watch this recording before starting the learning modules.

  • Kick-Off Meeting February the 17th, 16:00 – 17:30 CET
  • Calendar of Synchronous Sessions – February-April 2026

Unit 2.1 Introduction to “Emprender para aprender”
This unit introduces the pedagogical approach “Emprender para aprender” (Learning by Entrepreneurship), which places entrepreneurship at the core of the learning process in VET education. Participants will explore how entrepreneurial thinking can be used not only to teach business creation, but also as a powerful methodology to develop transversal competences such as initiative, creativity, teamwork, problem-solving and responsibility. Through practical examples and guided activities, this unit presents the foundations of the entrepreneurial mindset in VET, introduces opportunity-oriented thinking, and explains the basics of value proposition design. Participants will discover how to shift from content-based teaching to learning experiences where students learn by designing, testing and improving real or realistic projects. By the end of this unit, participants will understand the principles of the “Emprender para aprender” approach and how it can be used as a pedagogical framework to design motivating, competence-based and student-centred learning experiences in VET classrooms.

Unit 2.2 Planning Entrepreneurial Projects
Description This unit focuses on how to structure, plan and organise entrepreneurial projects in a clear, realistic and pedagogically meaningful way. Participants will learn how to guide students from an initial idea to a well-defined project plan, taking into account objectives, stakeholders, resources, time, roles and responsibilities. The unit introduces practical planning tools such as the Project Canvas, timeline and budget planning, and team governance models. It also reinforces the importance of linking the value proposition to concrete implementation decisions. Through these approaches, participants will learn how to support students in developing feasible, well-organised and collaborative entrepreneurial projects in VET contexts. By the end of this unit, participants will be able to design learning activities that help students plan their projects in a structured way, anticipate risks, organise teamwork, and increase the chances of successful project implementation.

Unit 2.3 Ethazi Methodology (Challenge Based Learning – CBL)
Description This unit introduces the ETHAZI methodology, a Challenge-Based Learning (CBL) approach designed to organise VET learning around real, meaningful and competence-oriented challenges. Participants will explore how to move from traditional subject-based teaching to an integrated learning model where students develop technical and transversal competences through projects and challenges. The unit focuses on the core principles of ETHAZI, the roles of teachers and students, competence mapping, learning outcomes definition, and challenge design. Participants will also learn how to structure facilitation routines that support teamwork, autonomy and continuous learning. By the end of this unit, participants will understand how to design, frame and facilitate learning challenges that connect VET curricula with real-world problems, professional contexts and labour market needs, while keeping learning outcomes and assessment clearly aligned.

Unit 2.4 Designing Entrepreneurial Challenges
Description This unit focuses on how to design high-quality entrepreneurial challenges that are pedagogically sound, engaging for students and aligned with learning outcomes. Participants will learn how to move from curriculum goals and competences to well-structured, meaningful and motivating challenge-based learning experiences. The unit introduces key design principles such as backward design, authentic task design, assessment planning and inclusion by design. Participants will explore how to ensure that challenges are realistic, relevant to professional contexts, and accessible to diverse learners, while keeping learning objectives and assessment criteria clear and coherent. By the end of this unit, participants will be able to design complete entrepreneurial challenges that integrate learning outcomes, activities and assessment in a coherent and inclusive way, ready to be implemented in VET classrooms.

Unit 2.5 Developing Classroom Challenges
Description This unit focuses on the practical development, testing and improvement of entrepreneurial challenges for classroom use. Participants will move from design to action by learning how to prototype their challenges, prepare learning resources, and plan concrete classroom implementation. The unit introduces approaches such as prototyping, micro-teaching and iterative improvement based on feedback. Participants will learn how to test their challenge ideas on a small scale, refine instructions and activities, and improve both pedagogical clarity and feasibility before full implementation. By the end of this unit, participants will be able to prepare classroom-ready challenges, supported by clear materials, structured facilitation plans and a continuous improvement mindset.

Unit 2.6 Integrating WBL in VET
Description This unit focuses on how to integrate Work-Based Learning (WBL) into entrepreneurial and challenge-based learning approaches in VET. Participants will explore how to connect classroom challenges with real companies, organisations and professional environments in a structured and pedagogically meaningful way. The unit introduces different WBL models, collaboration agreements, mentoring approaches and evidence collection strategies. Participants will learn how to align learning objectives, challenges and workplace experiences, ensuring that both educational and professional dimensions reinforce each other. By the end of this unit, participants will be able to design learning experiences that effectively combine classroom learning with workplace-based activities, strengthening relevance, authenticity and employability.

2.7 Digitalization and Internationalization in VET
Description This unit offers participants two complementary development pathways to enrich their entrepreneurial and challenge-based learning projects: digitalization and internationalization. Participants will explore how both dimensions can strengthen the quality, impact and relevance of VET learning experiences. The digitalization pathway focuses on how to support entrepreneurial challenges through digital tools, learning platforms and basic AI-supported workflows. The internationalization pathway focuses on how to design collaborative learning experiences with partners from other countries, such as COIL (Collaborative Online International Learning) or BIP (Blended Intensive Programme) formats. The unit also addresses risk management and safeguards, helping participants anticipate challenges related to organisation, participation, quality and sustainability. By the end of this unit, participants will be able to integrate digital and/or international elements into their challenges in a realistic, pedagogically sound and manageable way.

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